Transitional Doctor of Physical Therapy Online

Doctor of Physical Therapy Post Professional Program

A.T. Still University’s (ATSU) transitional doctor of physical therapy is a custom degree program configured around the unique needs of each practicing professional, offering maximum flexibility and a full team of support. Offered through ATSU’s Arizona School of Health Sciences, the online physical therapy degree offers curriculum plans that are personalized and student-centric, based on one-on-one assessments of personal experience. Classes can be completed one-at-a-time, as practice and personal life requires, or doubled-up to accelerate degree completion.

Starting the Transitional Doctor of Physical Therapy (tDPT) program is easy. More than 13 online classes begin every six weeks—offering maximum flexibility for the practicing professional. The Transitional Doctor of Physical Therapy program degree’s breadth of coursework is based on the APTA’s preferred education model, including but not limited to: pharmacology, radiology, differential diagnosis and evidence-based practice.

ATSU’s Transitional Doctor of Physical Therapy program is designed for those who desire to maintain their relevancy while they continue practicing in the discipline of physical therapy. You will accomplish this as standards are elevated to doctoral status per the 2020 vision set forth by the American Physical Therapy Association (APTA):

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“By 2020, physical therapy will be provided by physical therapists who are doctors of physical therapy, recognized by consumers and other health care professionals as the practitioners of choice to whom consumers have direct access for the diagnosis of, interventions for, and prevention of impairments, functional limitations, and disabilities related to movement, function, and health.”

With a preeminent education on your terms and schedule, students receive an unmatched value equation with industry-leading affordability. ATSU’s transitional doctor of physical therapy degree online propels each student’s passion and relevancy within their profession and community.

Almost 50 percent of doctor of physical therapy program students are referred from previous alumni or industry stakeholders. Graduates join a prestigious group of alumni and earn the respect that comes from an ATSU degree.

A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.

Degree-granting authority for ASHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.

The transitional Doctor of Physical Therapy program is an online, post-professional program. It is not the entry-level residential Doctor of Physical Therapy program and therefore is not accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE).

The Arizona School of Health Sciences, tDPT program has formed articulation agreements with two other schools, Springfield College and California State University, Sacramento (CSUS). The articulation agreement acts as an understanding between Arizona School of Health Sciences and the respective colleges with the purpose to facilitate application and matriculation process and guarantee admissions upon met requirements.

Springfield College

Graduates from the physical therapy program at Springfield College applying for the Transitional Doctor of Physical Therapy program will be considered for admissions and accepted under the following conditions:

Received a master of science in physical therapy degree from Springfield College.

Satisfy all ASHS- tDPT admissions requirements

Accept offered academic plan of study reflecting 43 granted advance credits. Additional advance credit may be granted to an individual based on professional development or formal education activities. See academic plan of study.

Pay all required tuition and fees

California State University, Sacramento (CSUS)

Graduates from the physical therapy program at CSUS applying for the Transitional Doctor of Physical Therapy program will be considered for admissions and accepted under the following conditions:

Receive a master of science in physical therapy degree from California State University, Sacramento.

Satisfy all ASHS - tDPT admissions requirements

Accept offered academic plan of study reflecting 45 granted advance credits. Additional advance credit may be granted to an individual based on professional development or formal education activities. See academic plan of study.

This prestigious transitional doctor of physical therapy degree program is designed to enhance your expertise as a practicing physical therapist and continue in your clinical practice. As the healthcare environment evolves into a more direct-access model of physical therapy, the physical therapist of the future will need to demonstrate more critical thinking, autonomy, and evidence-based practices, according to the American Physical Therapy Association (APTA). A degree from A.T. Still University will enable you to stay competitive.

Students enrolled in the elite ATSU-ASHS transitional doctor of physical therapy online degree practice in a wide variety of clinical and management positions with a variety of titles, including:

“My experience has been absolutely amazing, and I feel so fortunate to have found ATSU for my studies. The entire staff, from the program coordinators, to support staff, and certainly professors have been unbelievable. I can’t say enough about my entire experience, from start to finish. It was a great deal of work, however very rewarding at the same time. I have loved each and every one of my courses, made some terrific contacts, and become a better therapist in the end.” - Jill Millmann, November 2012 graduate.

“From the first week of Medical Informatics (first course), I was assured that I had chosen the right tDPT program with ATSU! The quality of the education provided in this program is priceless.” - Paula Stout, Summer 2012 graduate.

“A few weeks ago a colleague said to me, ‘Dawn, you’ve changed…you’re more passionate now.’ He was right…through participation in and completion of the AT Still tDPT program, I have developed a renewed passion for my chosen career as a physical therapist. What more could anyone ask for after almost 20 years in a profession, but renewed passion and commitment to excellence? I am so thankful for the faculty and my fellow students for this challenging and thought provoking experience. I highly recommend the ATSU t-DPT program for anyone who is looking to further their professional education.” - Dawn James, PT, DPT, alumni.

“The tDPT program was a great experience. Every step of the way was very organized and informative. The program was everything and more than one could ever expect. All the courses were exceptional and each course taught something new. I am so glad that I had decided to go through with the program.” - Jerry Desmond, PT, DPT, March 2012 graduate.

“The strengths of the program are the faculty and program coordinators. They are knowledgeable and challenge the student through positive reinforcement and vigor! Great customer service. Professors care about the students and respect opinions of each student. I enjoy the challenge. It makes earning the degree a deserving one!”- March 2011 graduate.

“Why did I choose ATSU? The tuition dues were very competitive. Great support staff and recruiting staff. ATSU has a good reputation in producing physical therapist through quality education.”- March 2011 graduate.

“Comprehensive program, well organized, cost effective. It worked well with my deployment and work, and kept things balanced.” - March 2011 graduate

Related Transitional Doctor of Physical Therapy Degree Programs

Transitional Doctor of Physical Therapy Degree Faculty

Being first in whole person education not only results from pioneering the tenets of osteopathic medicine but also from faculty members who champion excellence, innovation and community service as integral components of ATSU-ASHS’s Transitional Doctor of Physical Therapy program.

Faculty members comprise a team of leaders in their respective fields who have earned a variety of specialized certifications. They not only teach online and in the classroom but also provide students pursuing a transitional physical therapy doctorate program online with hands-on learning opportunities and real-world experience. They do more than teach; they are mentors, advisors and researchers who are dedicated to supporting each student and infusing them with the spirit of exploration, innovation and leadership.

Dr. Danielsen is dean of the Arizona School of Health Sciences. Since graduating from the University of Utah Physician Assistant (PA) Program in 1974, Dr. Danielsen has distinguished himself as a clinician, PA educator, author, and editor. He received his BS in Health Science (cum laude) from the University of Utah in 1978, his Masters in PA Studies (MPAS) from the University of Nebraska with an emphasis on Internal Medicine in 1997, and his PhD from the Union Institute & University in 2003 with an emphasis on Medical Education. He completed sixteen years with A.T. Still University as academic coordinator (1995-1997), chair of physician assistant studies (1997-2004), and as dean of the Arizona School of Health Sciences (2004-2010) and recently returned as Dean of ASHS. He was honored in 2010 by A.T. Still University with Emeritus Professor status. He has served on the board of directors of the American Academy of Physician Assistants (AAPA) and as a board member and chairman for National Commission on Certification of Physician Assistants.

Earlier in his career, Dr. Danielsen served as president of the Utah Academy of Physician Assistants, the Arizona State Association of PAs, and as chair of the Arizona Regulatory Board for PAs. Retired after 28 years of service in the US Air Force and Army National Guard with the rank of Lieutenant Colonel, Dr. Danielsen also is a former president of the Veterans Caucus of the AAPA and was honored with the Caucus’ Civilian PA of the Year Award in 2003.

Dr. Danielsen was named Outstanding PA of the Year by the AAPA in 1993 and by the Arizona State Association of Physician Assistants in 2011. He currently serves as PA editor-in-chief for Clinician Review. Dr. Danielsen has published over sixteen peer-reviewed articles, eighteen journal editorials, two book chapters, and most recently his first book, entitled The Preceptor’s Handbook for Supervising Physician Assistants, published by Jones & Bartlett Learning. Recently he was selected as a Senior Consultant with the Academy for Academic Leadership.

Dr. Burch is Vice Dean of the Arizona School of Health Sciences. Her primary responsibility is to serve as Chief Operating Officer of the School under the direction of the Dean. In addition, she leads several University or School wide initiatives including the Diversity Initiative Task Force and the ASHS Adelante Project. In her role, Dr. Burch represents the School in the Dean’s absence.

Dr. Burch received her Doctor of Education (EdD) from Columbia University, Teachers College in 2005. She received her Masters of Public Health (MPH) from Columbia University, Mailman School of Public Health in 2002 and her Masters of Physical Therapy (MS) from Columbia University, College of Physicians and Surgeons in 1989. She was a postdoctoral fellow with the Research Group on Health Disparities at Teachers College, Columbia University.

Dr. Burch received her BA in Psychology from the University of Rochester. Prior to her appointment as Vice Dean, Dr. Burch served as the Chair of Physical Therapy from 2008-January 2012. Prior to coming to ATSU, Dr. Burch was the Director of Physical Therapy at the University of Puerto Rico, Medical Sciences Campus in San Juan, Puerto Rico. She has held administrative and/or faculty positions at the International Center for the Disabled in NY, NY, Mercy College in NY, and Long Island University in Brooklyn, NY.

Farris is the Department Chair and Associate Professor. Jim’s Bachelor’s degree in Physical Education, 1987 and Master’s degree in Exercise Science, 1989 were received from California State University, Fresno; Bachelor’s degree in Physical Therapy, 1999 at Arkansas State University. His doctoral degree was conferred by The Ohio State University 1995 where his studies focused on nutrition and the physiology of exercise. Dr. Farris joined the ATSU faculty in 2009 and is now in his 17th year of physical therapy teaching. His research interests are in cardiovascular disease prevention and human performance. His current scholarship efforts are aimed at childhood obesity and prevention of the related cardiovascular disease risk factors, submaximal aerobic fitness testing in children, and chronic ankle instability. He also has interests in nutrition and has written a chapter on “meal timing” in a sport nutrition book and maintains an online nutrition continuing education course for physical therapists. He is very glad to be back in the West where outdoor activity and sunshine is abundant. His teaching areas in the curriculum are therapeutic exercise, cardiopulmonary, physiology, research, and prevention and wellness.

Dr. Roehling received her Bachelor of Science in Exercise Science from the University of Arizona, her Master of Physical Therapy from Emory University, and her Doctor of Physical Therapy from ATSU. She has worked in a variety of settings with a focus on wound management and women’s health, and currently owns a private practice specializing in pelvic floor dysfunction. Dr. Roehling has taught wound care for a national CEU company and has co-authored a chapter in Abernathy’s Medical Secrets: Wound, Ostomy, and Continence Nursing Secrets.

Dr. Allen received her Master of Physical Therapy from the University of Texas at El Paso in 2001 and graduated with her Doctor of Physical Therapy from ATSU in 2009. She has a varied clinical background with experience in neurological rehabilitation, cardiovascular rehabilitation, and women’s health. Dr. Allen’s current focus is teaching in academia.

Jenny Bradley, PT, DPT
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Dr. Bradley received her Master and Doctor degrees in Physical Therapy from D’Youville College in Buffalo, NY. She has worked in a variety of settings including school-based pediatrics, out-patient orthopedics and rehabilitation. Currently Dr. Bradley works in sub-acute rehabilitation and long term care. She is a Credentialed Clinical Instructor through the APTA.

Karen Bustillo, PT, DPT, OCS
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Dr. Bustillo graduated with a Bachelor of Science in Physical Therapy from SUNY at Buffalo and with a Doctor in Physical Therapy from ATSU. She has been a credentialed Orthopedic Clinical Specialist of the American Board of Physical Therapy Specialties since 1990. She has worked as a physical therapist for more than 30 years and owns a private practice focusing on orthopedics, sports, industrial, and vestibular rehabilitation. Dr. Bustillo is the Chief Delegate for the state of Arizona.

Monica Cioffi, PT, DPT, MS
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Dr. Cioffi graduated from Indiana University in physical therapy in 1979. She obtained her Master in Rehabilitation Administration from DePaul University in 1984 and the Doctor of Physical Therapy from A.T. Still University in 2009. Dr. Cioffi’s career spans over 30 years including acute care, pediatrics, rehabilitation, management and private practice. Pediatrics has been her career passion for the past 24 years and she has been involved with teaching and research in this area. Currently she is working in private adult orthopedic and pediatric practice and is enrolled in a manual therapy fellowship program through Manual Therapy Institute at Rosalind Franklin University.

Marie Cooper, PT, DPT
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Dr. Cooper completed her Doctor of Physical Therapy from ATSU in 2008 and her Bachelor of Health Science in Physical Therapy at McMaster University in Ontario in 1986. Her work experience is primarily in pediatrics in various settings including acute neonatal care, rehabilitation, and early intervention.

Maria Cristy Daab, PT, DPT
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Dr. Daab received her Bachelor of Science in Mathematics from the University of Maryland Baltimore County in 1997, her Master of Physical Therapy from the University of Maryland, Baltimore in 2000, and her Doctor of Physical Therapy from ATSU. Dr. Daab has been a physical therapist for over 10 years and has worked in school based, acute care, outpatient, and home healthcare settings.

Amie Marie Flores, PT, DPT, GCS, NCS
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Dr. Flores graduated from Universidad de Sta. Isabel, Philippines with a Bachelor of Science in Physical Therapy and obtained her Doctor of Physical Therapy from ATSU. She is a Geriatric Certified Specialist, APTA Certified Clinical Instructor and Certified Exercise Expert for Aging Adults (CEEAA). Dr. Flores was a full-time faculty member for the College of PT in the Philippines before she moved to the US in 2008. As a clinician, she has worked with the older adults in a variety of settings including inpatient rehab, skilled nursing facilities, home health and outpatient. She is involved in the Geriatric Specialization and Advanced Proficiency Geriatrics for PTA, a subcommittee of the APTA Section on Geriatrics Practice Committee. She is currently pursuing a PhD in Physical Therapy.

Jennifer Harris, M.Ed.
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Ms. Harris earned her Associate in Arts degree from Mesa Community College, a Bachelors in Science in Psychology from Arizona State University and her Master of Education - Educational Leadership with a concentration in Higher Ed. from Northern Arizona University. She has worked for 10 years at various academic institutions in a variety of student service and management roles. Ms. Harris assists new and current tDPT students and faculty and specializes in adult and distance education.

Beth Heick, PT, CWS
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Ms. Heick graduated from Northern Arizona University with a Bachelor of Science in Physical Therapy. She earned the Certified Wound Specialist designation through the American Academy of Wound Management. Ms. Heick gained her extensive experience in chronic wound management working full-time in an outpatient wound center, and in inpatient settings as well. She taught wound management seminars both at the university level and nationwide in professional continuing education courses for therapists, physicians, and nurses.

Alison Klossner, PT, DPT
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Dr. Klossner graduated from the University of Utah with a Bachelor of Science in Physical Therapy in 1995 and her Doctor of Physical Therapy from ATSU in 2010. Dr. Klossner’s clinical focus has been in outpatient orthopedics. She is also a certified Pilate’s instructor and uses Pilates in her rehabilitation programs. In addition to her clinical practice, Dr. Klossner writes for CINAHL Rehabilitation Reference Center, and is an occasional contributor to LiveSTRONG.com.

Devayani Kurlekar, PT, DPT
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Dr. Kurlekar graduated with a Bachelor of Science in Physical Therapy from Jawaharlal Nehru Medical College in 2000. She received her Master in Physical Therapy with a graduate certificate in gerontology from Florida International University in 2002 and her Doctor of Physical Therapy from ATSU in 2010. Dr. Kurlekar has primarily practiced in the acute care settings with a focus on cardiac and pulmonary care and ICU rehabilitation in both India and the United States. She is also a certified clinical instructor by the Texas Consortium for Physical Therapy Clinical Education.

Michael Labranche, PhD, MS
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Dr. Labranche received a Bachelor of Science in Mathematical Sciences from Loyola University New Orleans and a Master of Science in Mathematics from the University of New Orleans. He earned his doctorate in biometry with a concentration in genetics from Louisiana State University Medical Center. He has more than 25 years of experience in teaching mathematics, biostatistics, and research methodology. Dr. Labranche’s interest is in improving pedagogical techniques for mathematics and statistics instruction.

Joy Levine, PT, DPT, MS, CHES
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Dr. Levine received her Doctor of Physical Therapy from Temple University, her Master in Physical Therapy from Texas Women’s University, her Master of Health Education and her Bachelor of Science in Respiratory Therapy. She has more than 20 years of healthcare experience, including practicing as a physical therapist for more than 16 years in various healthcare settings, focusing in clinical areas related to neurological rehabilitation, wound care, cardiopulmonary and geriatrics. Additionally, she has management experience in rehab organizations and a certificate in fundamentals of human resource management from the Society for Human Resource Management, and is a certified health education specialist.

Renee Mazurek, PT, DPT
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Dr. Mazurek received her Doctor of Physical Therapy in 2006 from ATSU, completed her Master of Physical Therapy from Marquette University in 1996, and graduated from Arizona State University with a Bachelor in Science in Business Administration. Her clinical practice for the past 10 years has been in private practice at a small PT-owned clinic treating mostly orthopedic problems. Her specialty areas include women’s health and sports medicine. Dr. Mazurek’s other roles in the clinic include Marketing Specialist and CCCE. Her recent area of interest is the incorporation of yoga therapy into her practice.

Betty McNeff, PT, DPT, PCS
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Dr. McNeff graduated with a Bachelor in Communications from Virginia Tech; a Master of Exercise Physiology from Florida State University; a Master in Physical Therapy from the University of St. Augustine, Florida; and a Doctor of Physical Therapy from ATSU. Dr. McNeff became a Pediatric Certified Specialist from the American Board of Physical Therapy Specialties in 2009. She is the founder of T.E.A.M. Kids, P.C., a pediatric therapy agency in Gilbert, Arizona which staffs a group of physical, speech/language, occupational, and music therapists providing therapy services in patients’ homes and in the community. Her special interests are in the area of early intervention and sports rehabilitation but she enjoys working with individuals of all disabilities across the lifespan. Dr. McNeff currently works for a specialty children’s hospital in Tampa, Florida.

Janet Mutschler, PT, DPT, MHS, PCS
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Dr. Mutschler earned her Doctor of Physical Therapy at University of Indianapolis in 2010, her Master of Health Sciences in Physical Therapy at the University of Indianapolis in 1998, a Bachelor in Education - Biology from Shippensburg University in 1984, and a Bachelor of Science in Physical Therapy from University of Maryland Eastern Shore in 1994. She also earned the title of Pediatric Certified Specialist from the American Board of Physical Therapy Specialties in 2000. Her clinical practice has focused on pediatric and adult rehabilitation fields with experience in outpatient neurologic and orthopedic rehab, school-based practice, early intervention services, and aquatic physical therapy. Dr. Mutschler is an Assistant Professor and Director of Clinical Education for the professional-level DPT program at the University of Maryland Eastern Shore. She is a Trainer for the APTA Clinical Instructors Education and Credentialing Program. In addition, she is involved in research and grant activities focusing on community health, patient/client education, and pediatrics.

Roberta A. Newton, PT, PhD, FGSA, FAPTA
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Dr. Newton received a PhD in Neurophysiology from the Medical College of Virginia and a Bachelor of Science in Physical Therapy at the same institution. She has taught in the Department of Physical Therapy at both the Medical College of Virginia (1973-1989) and Temple University (1989-2011, Professor Emeritus). Dr. Newton has served in many leadership capacities in the American Physical Therapy Association, as well as its Section on Neurology.

Dana Palmer, PT, DPT
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Dr. Palmer completed her Doctor of Physical Therapy at ATSU and her Bachelor of Science in Physical Therapy from the University of Manitoba. She has experience in both inpatient and outpatient settings in Canada, Micronesia & the United States. She spent five years in the Northern Mariana Islands practicing primarily in wound care where she developed the island’s first multidisciplinary diabetic foot and wound care clinic. Dr. Palmer has experience teaching wound care for CEU/CME courses as well as for nursing programs at the college and university level.

Adrienne Parry, PT, DPT
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Dr. Parry received her Master of Physical Therapy from University of Southern California in 1989 and her Doctor of Physical Therapy from ATSU in 2009. Dr. Parry has worked in a hospital, a rehab center, a school system, and for the past 16 years as a director and owner of an outpatient orthopedic physical therapy clinic. Her areas of expertise include orthopedics, spine, and TMJ.

Nilma Santiago, PT, DPT, WCC, CLT
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Dr. Santiago earned her Doctor of Physical Therapy degree from ATSU in 2010 and graduated with a Master of Science in Physical Therapy from the University of Puerto Rico, Medical Sciences campus in 2005. Her thesis, “Effect of mat Pilates on spinal flexor and extensor endurance and static posture” was presented at the 2007 World Confederation of Physical Therapy in Vancouver, Canada. She In addition, she contributed to a clinical study about the feasibility of an exercise program for breast cancer survivors as a research assistant. Her clinical experience has been in the rehabilitation, fitness and wellness settings with the geriatric population working as a Pilates instructor. She is currently the supervisor of the physical therapy department in a skilled nursing facility. Dr. Santiago is both wound care certified and a certified lymph edema therapist.

Elaine Johnson Siekmann, PT, DPT, CEEAA
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Dr. JohnsonSiekmann graduated from the University of Northern Iowa with Bachelors in Science-Teaching and then from the physical therapy program at the University of Iowa. She obtained her DPT from ATSU. She has over 30 years of experience as a practicing physical therapist in both inpatient and outpatient settings. Her main area of interest is neurological and vestibular rehabilitation. She passed the Vestibular Rehabilitation Competency Course in 2004. She is a Credentialed Clinical Instructor through the APTA and is a Certified Exercise Expert for Aging Adults (CEEAA). She currently works in an outpatient PT department of a major medical facility in Phoenix Arizona.

Dr. Smith is a graduate of the physical therapy program from California State University Long Beach and holds an Advanced Masters from Temple University in Sports Medicine. He received his Doctor of Physical Therapy from ATSU. Dr. Smith has over 30 years of experience in physical therapy and is dual certified as a physical therapist and athletic trainer. He is an APTA Board Certified Specialist in Sports Physical Therapy and certified in Manual Therapy from the Institute for Physical Therapy.

Wendy Williams, PT, DPT
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Dr. Williams received her Bachelor of Science in Communication Disorders from the University of Massachusetts in 1992, her Master of Physical Therapy from Ohio University in Athens, Ohio in 1998, and her Doctor of Physical Therapy from ATSU in 2008. Dr. Williams has worked in multiple settings over the years, including acute care, subacute and acute rehab settings, wound care, and outpatient pediatrics and neurology. She currently works for an orthopedic specialty hospital as a physical therapy coordinator. Dr. Williams past research projects include therapy following deformity surgery for patients with scoliosis, mobility after diagnosis with acute DVT, orthostatic hypotension during therapy on the day of surgery, and femoral nerve blocks for total knee replacement surgery.

Transitional Doctor of Physical Therapy Degree Admissions

The elite Transitional Doctor of Physical Therapy program prepares participants to be leaders in the field of physical therapy.

Candidates applying for admission to the transitional doctor of physical therapy degree program must have the following:

Bachelor’s degree or higher in physical therapy from a regionally accredited college or university. Applicants who have graduated from a university outside the United States or Canada must provide an official physical therapy degree equivalency evaluation for admission. This evaluation report must state the physical therapy degree earned abroad is equivalent to the physical therapy degree in the United States. This evaluation will be paid for by the prospective student. We highly encourage you to speak to one of our enrollment counselors prior to ordering your credential evaluation report. The following are the only credentialing agencies accepted by the tDPT program in determining degree equivalency:

Foreign Credentialing Commission on Physical Therapy (FCCPT)

International Consultants of Delaware (ICD)

International Education Research Foundation, Inc (IERF)

World Education Services (WES)

International Credentialing Associates (ICA)

Minimum physical therapy professional program grade point average of 2.70 (on a 4.0 scale)

Official transcripts from all educational institutions attended where a degree was conferred. Additional transcripts from graduate coursework not leading to a degree may be submitted for advanced credit consideration.

Licensure as a physical therapist in one of the 50 United States, the District of Columbia, Canada, Puerto Rico, or U.S. Virgin Islands

Recommendation letters from three professional colleagues. Recommendation letters should be addressed to the tDPT Admissions Committee and signed by the author of the recommendation letter. If the recommendation is in email form, a printed copy of the email including where the email originated (the author’s email address) and date sent should be seen on the printed copy.

Applicants are required to demonstrate proficiency in English when applying to the Arizona School of Health Sciences, A.T. Still University. Written and spoken proficiency in the English language may be demonstrated by one of the following options:

Option 1 - English is your first language.

Option 2 - You are demonstrating your English proficiency by submitting acceptable scores on the Test of English as a Foreign Language (TOEFL).

Answers

Who or what is A. T. Still University (ATSU)? What connection does Arizona School of Health Sciences have with Kirksville College of Osteopathic Medicine? A.T. Still University is a graduate health professions institution composed of the Kirksville College of Osteopathic Medicine (KCOM), the School of Health Management (SHM), the Arizona School of Health Sciences (ASHS), the Arizona School of Dental & Oral Health (ASDOH), Missouri School of Dentistry and Health (MOSDOH), and the School of Osteopathic Medicine in Arizona (SOMA). The University is located on two campuses, with KCOM, MOSDOH, and SHM located in Kirksville, Missouri, and ASHS, ASDOH, and SOMA located in Mesa, Arizona.

Does each class of new enrollees generally fill up each quarter? Are students turned away? ASHS started the TDPT program in September 2002 and was the first completely online TDPT program. Since then, 35-75 students have enrolled each quarter. Most students who meet the admission requirements will be selected. Students who do not meet all requirements, such as minimum grade point average, acceptable baccalaureate degree, or valid PT licensure will not be accepted into the program.

Why is the expanded portfolio required for admissions? The expanded portfolio helps the admissions committee develop the individualized academic plan of study. Each applicant applying to the program has their own unique professional experience. The expanded portfolio highlights key areas such as employment, professional activities, formal education, continuing education, and life experiences. All of these areas are taken into account in determining advance credit decisions and the required Plan of Study.

How often do you enroll students into your program? We enroll students quarterly (4 times a year).

How long are the courses? How many courses do you take at one time? Each quarter is made up of two six-week course sessions. Students normally take one course each session, however, some students take two courses a session.

How many courses will I have to take to complete the program? How long will it take for me to complete the program? Can I take a break while in the program? Each student has an individualized academic degree plan so each plan of study varies. The average student takes 12-15 courses. The most common courses to take are Radiology, Pharmacology, Professional Practice, Evidence Based Practice, and Differential Diagnosis. Students have an option to take planned breaks while in the program, however, the program must be notified ahead of time.

What types of assignments are used in the courses? The course work is guided using Blackboard, a web-based courseware program. Depending on the instructor, you will get reading assignments, PowerPoint lectures (some with narration), and written lectures. Assignments include papers, reflective responses to questions posted to a class bulletin board, quizzes, projects, etc.

Am I required to be at my computer at a specific time for classes? Students do not have to be at their computer at any set time. Assignments are due weekly and students can complete the work at any given time during the week.

How much time will I spend on my courses? Most students spend 10-12 hours per week for a 2 credit hour course and 12-15 hours per week for a 3 credit hour course.

Is there any flexibility to change my class schedule? Students receive an individualized academic degree plan and schedule once the student has been accepted into the program. If a change to the schedule is needed, the student may request changes by contacting the academic coordinator.

Do you work with employer-based tuition reimbursement programs? Yes, the tDPT program can work with most reimbursement programs. Since most academic degree plans cross two calendar years, many students have received almost full reimbursement for the program.

Is the tuition due in one lump sum or in payment installments? Tuition can be paid either in one sum or can be paid in four installment payments.

Transitional Doctor of Physical Therapy Curriculum Overview

The Transitional Doctor of Physical Therapy program online curriculum sets the standard for comprehensive training in evidence-based practice that develops leaders who are fully prepared to address society’s healthcare challenges and promote well being among diverse populations locally and globally.

Course Description

The following is the full gamut of courses included in the Transitional Doctor of Physical Therapy curriculum. Please note only select ones comprise each student’s individualized academic degree plan to ensure your career goals are met:

This course is designed to update the practicing physical therapist in current theory and issues underlying assessment and treatment of the adult patient with neurological injury/disease. Principles of motor control and motor learning will be studied. Normal postural control will also be covered. Current principles, tools, and strategies for assessment and treatment of impairments and functional limitations for individuals with specific neurological diagnoses will be covered, including pathologies of brain injury/disease, spinal cord injury/disease, vestibular pathology, Parkinson’s disease, multiple sclerosis, Guillain-Barre Syndrome and Post-Polio Syndrome.

This course includes an updated study of normal and abnormal structures and function of the musculoskeletal system and pathological alterations of structure and function including diagnostic tests and measurements. This course discusses changes in treatment philosophy in recent years as well as relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with musculoskeletal disorders. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area including comparing contemporary and traditional rehabilitation interventions with current medical-surgical management of patients.

This course includes a study of normal and abnormal structures and function of the cardiovascular, pulmonary, and lymphatic systems. Pathological alterations of structure and function including current diagnostic tests and measurements are included. This course discusses relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with cardiovascular and pulmonary disorders. The use of evidence-based physical therapy interventions for cardiovascular and pulmonary conditions is emphasized. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area.

This course includes a study of normal and abnormal structures and function of the integumentary system and pathological alterations of structure and function including diagnostic tests and measurements. This course discusses the updated philosophy of physical therapy interventions for integumentary conditions. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology.

This class is a study of basic pharmacological concepts as applied to physical therapy patient management. The major classes of drugs seen in physical therapy practice settings are covered. Application of pharmacology concepts to the practice of physical therapy will also be included.

This course includes the study of the common diagnostic and therapeutic imaging studies such as radiographs, CAT, MRI, and musculoskeletal imaging. Students will become aware of the indications and implications of commonly used diagnostic imaging tests as they pertain to patient/client management.

This course begins with a study of the history of the physical therapy profession and the American Physical Therapy Association. The course also includes information on the elements of Vision 2020 including: Doctor of Physical Therapy, Professionalism, Autonomy, Direct Access, Evidence-Based Practice, and Practitioner of Choice. Other topics in this course include: The Five Roles of The Physical Therapist; Ethics; Professional Development, Competence, and Expertise; Patient-Centered Care; and Social Justice Issues.

This course reviews information related to differential diagnosis of the major body systems including cardiovascular, pulmonary, hematological, gastrointestinal, renal and urinary, hepatic and biliary, endocrine, and immune systems. In addition, the student will be introduced to the concept of differential screening in physical therapy and an in-depth analysis of the interviewing process. This course is taught with the assumption that physical therapists function in an environment of direct access to physical therapy services.

This course covers the theory and techniques of manual therapeutics as applied to the upper and lower extremities. This course covers clinical case presentations, theory and use of mobilization techniques, and online lab demonstrations on performing joint mobilization of all the extremity joints

This course covers the theory and application of evaluation and treatment techniques to spinal conditions. Included in this course will be evaluation and treatment of spinal dysfunctions, spinal manual therapeutics, and spinal stabilization exercises.

This course discusses relevant tests and measures for determining impairment and differentiating the diagnosis based on the specificity and sensitivity of the assessment instrument(s) as related to patients with geriatric disorders. The use of evidence-based physical therapy interventions for geriatric conditions will be emphasized. Topics will focus on analyzing and comparing contemporary and traditional interventions and the impact of evolving technology in this area.

The capstone project is an integration of the many course experiences the student has been exposed during their matriculation as a student. The capstone project provides each student with an opportunity to demonstrate his or her knowledge and skills in an Evidence-in-Practice project or a reliability study. The final product for the course is a manuscript, which is scrutinized in the same fashion as a submission of manuscript to a journal. This is the final course taken in our curriculum. Prerequisite: HP808 Statistics, HP809 Quantitative Research, HP811 Evidence Based Practice I and HP812 Evidence Based Practice II.

Health Professions Course Descriptions (Multi-Disciplinary Courses)

The statistics introduced in this course are the common descriptive statistics found in the health care literature. This course covers the basic knowledge necessary for understanding and interpreting basic statistics. Basic statistics including central tendency, probability, percentile ranks, confidence intervals, and interpretation of results are covered in this course.

This course includes discussion on basic quantitative methods and designs, including concepts of reliability and validity, interpretation of inferential statistics related to research designs, correlational statistics & designs, intraclass correlation coefficients, and critical appraisal of the literature. Prerequisite: HP808 Statistics.

Evidence-based, clinical decision-making skills are covered in this course including locating and accessing sources of evidence, evaluating levels of evidence, applying evidence to clinical practice and integrating evidence, patient values and preferences and clinical experiences. This course is designed to provide the practicing therapist with knowledge and skills in critical inquiry including review and analysis of articles and writings in professional and medical journals and books. Literature review and data collection methods for professional literature will be included. Introduction to theory and use of evidence-based research in health care is discussed. Basic theories and practices of evidence-based practice will be applied to both acute and rehabilitation settings. Current health care research findings will be applied to diagnoses and interventions common to physical therapists. Participants will incorporate prior experience and knowledge in applying this topic to the delivery of physical therapy services in diverse settings. Students learn skills to locate and organize evidence using research databases.

The skills needed for evidence based practice are covered in this course to provide practicing physical therapists with key skills to incorporate evidence based techniques into daily practice. Students will search professional literature, locate articles to address their clinical questions and critically appraise articles examining issues such as the level of evidence, applicability to the clinical question, statistical concerns, bias and validity. The literature reviews and article analysis will include topics related to screening and diagnostic tests, prognosis, clinical trials, interventions, systematic reviews, meta-analysis and clinical practice guidelines that would be applicable to various physical therapy practice settings.

Teaching and learning theory, including discussions of teaching and learning as it applies to patients, clinical experiences, and formal educational settings are discussed. Evaluation and program development of educational components of practice are covered.

Communication and cultural competencies, including principles of professional communication of cultural competencies, conflict resolution, negotiation skills, networking, and awareness of cultural differences are studied in this course. Students will study practice settings and patient/client groups from diverse populations, rural, and urban settings for their impact on healthcare.

This course includes discussion on the theories of health and wellness, including motivational theory, locus of control, public health initiatives, and psychosocial, spiritual, and cultural considerations. Health risks, screening, and assessment considering epidemiological principles are emphasized. Risk reduction strategies for primary and secondary prevention, including programs for special populations are covered. The role of the physical therapist in prevention and wellness is stressed

This course includes discussion of delivery systems, legislation, and regulation, including measuring access to and outcomes of different healthcare delivery models, public health policy, political systems, reimbursement models, ethical issues, and advocacy to improve healthcare policy.

This course offers an introduction to provider reimbursement, focusing on criteria for establishing internal systems that meet governmental expectations regarding Medicare compliance, HIPAA anti-fraud regulations and Stark rules. Students will briefly survey the history of managed care and learn about the current managed care landscape. Students will also be introduced to the basic auditing practices and procedural guidelines for billing Medicare

This course includes discussions on business planning, including strategic planning, financial management, personnel management, and physical resource management as it relates to the healthcare industry. A focus on the physical therapist as a professional corporation will be included.

As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.

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